Bilingualism and Non-Verbal Intelligence - A Study of Test Results - Pamphlet No. 4

Sep 30, 2026

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Report on the relationship between bilingualism and the mental development of bilingual children, based on a literature review and a targeted study. Measures 648 children aged 10–12 from 29 schools using the Welsh Linguistic Background Scale. General intelligence is assessed with three nonverbal tests: Raven’s Progressive Matrices, Daniel’s Figure Reasoning Test, and the Non-Verbal Test No. 2. Conclusions address test suitability, bilingual dominance effects, bilingualism correlations, community accent influence, socioeconomic factors, and identify Raven’s Matrices as most independent.

LanguageEnglish

CategoryExam

FormatPDF

Pages18

Reading Time45 min

AccessFree to download

Introduction: The Background to the Problem

Review of Relevant Research

The Main Investigation: Its Design and Results

Summary of Conclusions

Bibliography

DOCUHENT RESUME FL 007320 ED 117959 。 Morgan,E。R.Bilingualism and Non-Verbal.Intel11igence:A StuayTest Results.Pamphlet No.4. AUTHOR TITLE Wales Univ.,Aberystwyth.Univ.Col1.of Wales.57 INSTITJTION PUB DATE 18p. NOTE 久 MF-$0.83 HC-$1.67 Plus,Postage EDRS PRICE Bilingual Bducation;Bilingualism;*Bilingua1Students;Cognitive Development;Cognitive Tests;Cultural Background;Educational Policy;, DESCRIPTO'RS *Intelligence Tests;Mental Development;NonverbalAbility;*Nonverbal Tests;Socioeconomic Background;*Test Bias;Test Results;*Welsh Daniels Figure Reasoning Test;NFER Test 2;RavensProgressive Matrices;*Wales;Welsh LinguisticBac.kground Scale IDENTIFIERS ABSTRACT This report discusses,the relationship betweenbilingualism and mental'development of·bilingual chilaren.After areview of the relevant literature,a specific study is describęd.Thelinguistic.background of 648 children from 29 schools;age 10 through 1.2 inclusive,was méasured with the Welsh Linguistic BackgroundScale.General intelligence was assessed with three nonverbal tests:Raven¹s progressive Matrices,Daniel's Figure Reasoning\Test and theNon-Verpal Test No.2 of the National Foundation for EducatienalResearch.Objectives were to:(1)determine which of the nonverba1tests'was.the most indepe ndent of linguistic back ground and hencemost suitable for intelligence testing_in mixed language areas,and (2)describe the relationship between linguistic background and tesťscores.Conclusions are that:(1)none of the tests used iscomlpletely suitable for evaluating Welsh-speaking children if theresults are to becompared with those of English-speaking children; (2)Welsh-dominant bilingual children scored consistent1y lower thanEnglish-dominant children;(3)a cortelation exists between testperformance and degree of,bilingualism;(4)the location of a community accentuates the influence of bilingualism;(5)occupationallevels and socioeconomic status must be considered when interpretingtest scores;and(6)Raven's Progressive Matrices is the mostindependent test.(CLK) ************************************************************************ Documents acquired by ERIC include many informal unpublished **materials not available from other sources.ERIC makes every effort**to obtain the best·copy available.Nevertheless,items of marginal,*.*reproducibility are often encountered and this affects the quality*y6f the microfiche and hardcopy re productions ERIC makes available**via the ERIC Document Reproduction Service(EDRS).EDRS is not★*responsible for the quality of.the original document.Reproductions**supplied by EDRS are the best that can be made from the original. ********************************************************************** 30117959 P 女07 愿 UNIVERSITY COLLEGE DR WALES ABERYSTWYTH FACULTY OF EDUCATI 1.六 Bilingualism and Non-VerbalIntelligence:A Study ofTest Results u5 DEPARTMENT OF HEALTHE DUCATIONaWELFARENATIONAL,IN5TITUTE OFE DUCATION Pamphlet No.4 2,+ Y 1 .UNIVERSITY COLLEGE OF WALESABERYSTVYTH 2 FACULTY QF EDUCATION' Bilingualism and Non-Verbal Intelligence: a study of perforinanee on certain nonverbal tests,comparedwith scores on a Welsh linguistic backrosnd scale. by .R MCRGAN· 3 n U · Foreword This;the fourth pamrblet in'the series published by ilireColiegiate-Facuity of Iducaton,is a+briefwaccoiun of the rei·scarch carried oujt by Mr E.R.Morgan ard embodied in athesis for the degree of M.A.in I955.(The thesis may le co11-sulted,by anyone desiroμs of fuller details,in the NationalFibrary of Wales;AlerysfwythA. Discussion and enquiry.into various aspects of the relation-slip between bilingualisin and "intelligence",Jlave been goingon for some thirty years:thé investigation Jhere described addsa new combination of techniques and provides a stimulus tofurther research in this field. Mr Morgan attempted to diseover which of three well-knownnon-verlbal tests of intelligence is t

FAQs

What is the main purpose of the report?

To examine the relationship between bilingualism and mental development, focusing on how linguistic background relates to performance on nonverbal intelligence tests in Wales.

How were the children’s linguistic background and intelligence measured?

Linguistic background for 648 children from 29 schools (aged 10–12) was measured with the Welsh Linguistic Background Scale, while general intelligence was assessed using three nonverbal tests: Raven’s Progressive Matrices, Daniel’s Figure Reasoning Test, and Non-Verbal Test No. 2.

What conclusions are drawn about the nonverbal tests used?

None is completely suitable for comparing Welsh-speaking and English-speaking children. Welsh-dominant bilingual children scored consistently lower than English-dominant children, test performance correlated with degree of bilingualism, community accent matters, socioeconomic factors must be considered, and Raven’s Progressive Matrices is the most independent test.

Sep 30, 2026

Upload by Liam